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Promoting social inclusion through Unified Sports for youth with intellectual disabilities: a five-nation studyjir_1587 923..935

R. McConkey,1 S. Dowling,1 D. Hassan2 & S. Menke3

1 Institute of Nursing Research, University of Ulster, Newtownabbey, UK 2 Ulster Sports Academy, University of Ulster, Newtownabbey, UK 3 Special Olympics Europe/Eurasia, Brussels, Belgium

Abstract

Background Although the promotion of social inclusion through sports has received increased attention with other disadvantaged groups, this is not the case for children and adults with intellectual disability who experience marked social isolation. The study evaluated the outcomes from one sports programme with particular reference to the processes that were perceived to enhance social inclusion. Method The Youth Unified Sports programme of Special Olympics combines players with intellectual disabilities (called athletes) and those without intel- lectual disabilities (called partners) of similar skill level in the same sports teams for training and com- petition. Alongside the development of sporting skills, the programme offers athletes a platform to socialise with peers and to take part in the life of their community. Unified football and basketball teams from five countries – Germany, Hungary, Poland, Serbia and Ukraine – participated. Indi- vidual and group interviews were held with athletes, partners, coaches, parents and community leaders: totalling around 40 informants per country.

Results Qualitative data analysis identified four thematic processes that were perceived by infor- mants across all countries and the two sports to facilitate social inclusion of athletes. These were: (1) the personal development of athletes and partners; (2) the creation of inclusive and equal bonds; (3) the promotion of positive perceptions of athletes; and (4) building alliances within local communities. Conclusions Unified Sports does provide a vehicle for promoting the social inclusion of people with intellectual disabilities that is theoretically credible in terms of social capital scholarship and which contains lessons for advancing social inclusion in other contexts. Nonetheless, certain limitations are identified that require further consideration to enhance athletes’ social inclusion in the wider community.

Keywords intellectual disability, leisure, social inclusion, sports

Introduction

The vision of social inclusion for people with dis- abilities is contained in various Rights Statements such as Article 19 of the Convention on the Rights of Persons with Disabilities (United Nations 2007) and in the policy documents of many

Correspondence: Prof. Roy McConkey, Avenue Jean Burgers 4, 1180 Brussels, Belgium (e-mail: [email protected]).

Journal of Intellectual Disability Research doi: 10.1111/j.1365-2788.2012.01587.x

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Governments including the UK (Department of Health 2009). However, the challenge remains of translating the rhetoric of rights into reality for persons with intellectual disability (ID) who remain among the most marginalised in many societies around the world (Emerson et al. 2008). The reasons for this are multifaceted. Many are born into poverty and this compounds the impact of dis- ability on their social exclusion within communities. Even in more affluent countries with their welfare benefits and support services, many people with IDs have low levels of social engagement and a dearth of friendships (Verdonschot et al. 2009). Also the stigma associated with their disability has often resulted in their active isolation from society (Akrami et al. 2006) as in their exclusion from formal systems such as education and employment. This in turn reduces their opportunities for com- munity interactions and friendships (Lippold & Burns 2009). Arguably, the provision of specialised services from early childhood onwards has further isolated people from their peers (McConkey 2011).

Although there has been increased emphasis in recent years on the inclusion of people with dis- abilities in formal systems such as education, to date the results in terms of social acceptance have been uneven (Ferguson 2008) with similar conclu- sions emerging from supported employment initia- tives ( Jahoda et al. 2008). In terms of leisure and recreation activities, the outcomes have been somewhat more hopeful especially for children (Siperstein et al. 2009), although significant barriers can be encountered for adult persons such as the segregated nature of their living arrangements, the economic status of participants, their level of adaptive functioning and the availability of trans- port along with a lack of other supports to facilitate engagement (McConkey et al. 2007; Abells et al. 2008).

Participation of people with ID in sports seems a fruitful arena in which to promote social inclusion and this has received increasing attention in main- stream sports studies for other disadvantaged popu- lations such as disaffected youth and immigrants (Coalter 2010). A limitation though is inequality of access to sport by people with disabilities (Liu 2009). For example, the European Commission’s White Paper on Sport (European Commission

2007) identified problems with access to sports pre- mises as spectators as well as to sport facilities and activities as players. One response has been the development of specialised sports organisations of which Special Olympics is the foremost example internationally for persons with IDs. In 2010, they claimed to reach 3.7 million athletes in over 170 countries (Special Olympics 2011). Moreover, past research has documented the benefits for participat- ing athletes primarily in terms of gains in physical and mental well-being, sport skills and in self- esteem (Dykens et al. 1998; Weiss et al. 2003; Siperstein et al. 2005).

Nevertheless, Special Olympics has been criti- cised by some for encouraging segregation from mainstream sports and perpetuating negative stereo- types of persons with IDs (Storey 2008). However, its Unified Sports® initiative may be conceived as an attempt to promote the social inclusion of young people with IDs with their peers in local communi- ties (Dowling et al. 2012). This programme com- bines players with IDs of higher sporting abilities (referred to as athletes) with non-disabled partners of average or lower ability level, in the same sports teams for training and competition. Thus, teams are formed by athletes and partners of similar level of sports skills, which generally means the more able athletes are taking their place alongside non- disabled partners whose sports skills are weaker than those of their peers. The teams train regularly and compete with other Unified Teams in local as well as national and international competitions. The programme’s intention is to enable athletes to develop their sporting skills while offering a plat- form to socialise with peers and the opportunity to develop new friendships, to experience inclusion and to take part in the life of their community. Unified Sports programmes are initiated through schools as well as through Special Olympics clubs and local mainstream sports clubs. In 2010, Unified Sports® was the fastest growing segment of the overall Special Olympics athlete population with nearly 0.5 million participants worldwide (Special Olympics 2011).

Unified Sports® mirrors similar sports initiatives with other marginalised groups underpinned by national and international policies that have lauded the contribution of sport to social cohesion and the generation of social capital (United Nations 2005).

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However, as Coalter (2010) observed there is ‘wide- spread lack of evidence for the effectiveness of some of the core claims’ (p. 1374). In addition, Hoye et al. (2009) noted that ‘social capital is not present or reflected in the membership per se but the ways in which the membership is used to secure benefit for the individual or group’ (p. 2). To date there has been limited research into the mechanisms by which sporting initiatives have increased or could increase the social inclusion of athletes. Such infor- mation would serve to increase the efficiency and effectiveness of initiatives such as Unified Sports to achieve their core aims as well as providing insights as to how greater inclusion may result for people with ID in other contexts such as education and employment.

Aims of the study

This research was commissioned by Special Olym- pics Europe/Eurasia under a competitive tendering process. However, the specific aims of this study were developed in consultation with an Advisory Group established for the project and in light of pilot studies undertaken. They were: • To describe the contributing factors that promote social inclusion within the context of Youth Unified Sports® as perceived by five main groups of stake- holders: namely athletes, partners, coaches, family carers and community representatives; • To determine the extent to which these factors are present across two different sports and five different countries; and • To identify the implications for the further devel- opment of Unified Sports®.

Research design

A qualitative approach was used in gathering infor- mation as this enabled informants to share their personal experiences and insights with respect to Unified Sports® and the impact it has on social inclusion. Each country was considered initially as a single entity with triangulation of responses possible across the different groups of informants. However, the findings could then be compared across the five countries to determine the extent of replication especially of the dominant themes identified in the data analyses.

The study population

Youth Unified Sports® is an evolving programme that now operates in 28 countries in Europe/ Eurasia. In 2009 an estimated 16 000 players aged 12–25 years were involved. It was agreed to focus resources for this study on a number of selected countries within the region where the programme was better established and to focus on its two main sports: seven-a-side association football and basketball.

The inclusion criteria for the selection of coun- tries were: 1 The national Youth Unified Sports® programme and its teams had been in existence for more than 1 year. 2 There were sufficient Youth Unified teams who meet regularly for training and competition to allow for sampling of teams within countries. 3 There was a geographical spread between Eastern, Western and Central Europe.

Initially, eight countries were considered to have met the criteria and five were approached, all of whom agreed to take part, namely Serbia, Poland, Ukraine, Germany and Hungary. Across these five countries over 200 teams were known to the national co-ordinators of Special Olympics involving over 1600 athletes, 1200 partners and 250 coaches. Overall, male athletes exceed female athletes (81% male) as do male partners (87% male), but the gender ratio is slightly less with coaches (75% male).

For purposes of this study, within each country local competitions were arranged for varying numbers of Youth Unified teams in two or more locations. In all 55 teams were represented across the five countries involving 156 athletes, 106 part- ners and 65 coaches. Information about all the players was provided by the team coaches using a standard pro forma.

The gender balance across the 55 teams was broadly similar to that of the wider population throughout Europe/Eurasia. However, for the chosen sample of teams, partners tended to be younger than the athletes: 44% compared to 21% were aged 12 to 15 years. Also athletes had been involved in Unified Teams for longer than partners. Over two-thirds of athletes had been involved for 3 or more years, whereas this was the case for only

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12% of partners. This suggests that the turnover of partners may be greater with most staying for 1 to 2 years. This could be a reflection of partners leaving school and going on to further education or taking up employment.

Another marked difference between the athletes and partners was in terms of the school they attended. All but one of the partners attended mainstream schools, whereas athletes mostly came from special schools (92% in all). Moreover, around one-third of the athletes lived in institutions/ boarding schools, whereas nearly all the partners lived with families.

An estimate was made by informants of the eco- nomic status of participants’ families. Over three- quarters of athletes (78%) were rated as coming from low socio-economic families, whereas this was the case for 11% of partners, 89% of whom were from middle-income families.

Sample

In line with the aims of the study, in each of the five countries individual interviews were conducted with five athletes, with five or six partners and five coaches as well as group interviews with on average four teams in each country. In addition, around five parents of athletes and partners were individually interviewed as were four or five community repre- sentatives such as head teachers of schools and local politicians. The latter two groups had been invited by the local organisers for Unified Sports to attend at our request. Each sample included people of varying ages and backgrounds. In addition, back- ground information was provided by the five National Co-ordinators for Special Olympics in the five participating countries.

Method

Information was gathered through face-to-face interviews based on a standard topic guide with suggested trigger questions developed from the aims of the study, past research and a pilot study undertaken with Youth Unified Sports® teams in England. The focus of the interview was on gaining an insight into the participants’ experience of Unified Sports, their perceptions of the extent of

social inclusion, the factors that assisted or hin- dered this and the improvements they would propose. Throughout a conversational style was encouraged and interviewers were responsive to the interests of participants and points raised by them.

In each country, two or more researchers from local universities were recruited with experience of sports or disability research and who were fluent in written and spoken English. They were responsible for translating all the written materials into local languages and for translating the interview data into English. Face-to-face training was provided in-country on qualitative interviewing by a member of core staff (S. D.). Video recordings of simulated interviews were used along with role plays for prac- tising techniques. At least one member of the core staff was present at all locations for data gathering.

The data gathering was fitted around a 1-day competition among the participating teams in the chosen locality. This provided an opportunity for researchers to observe the sports in action as well as giving the teams a valid reason for attending and providing an enjoyable experience. Prior to the competition event, information sheets and consent forms were circulated by local Special Olympics staff to all potential participants. These described the study, outlined what was required from partici- pants who agreed to take part, emphasised that the anonymity of participants would be ensured and non-participation in the study would not affect their membership of Unified Teams. Signed consent forms were completed by all participants, and for those under 16, their parents consented to their participation.

Interviews were conducted as people became available while waiting for their next game. Team interviews were generally undertaken first followed by individual interviews with athletes and partners who either volunteered or who were invited to be interviewed. Interviews with coaches generally came towards the end of the day, but those with parents and community representatives took place through- out and according to their availability. The inter- views were conducted in a separate room or in a quiet area inside or outside the stadium. They usually lasted around 15 min.

All the interviews were audio-recorded using digital recorders. These were then translated orally into English by local researchers and these audio-

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recordings were sent to the core staff member (S. D.) who transcribed them verbatim. Names and identifying details were removed from the data so as to protect the anonymity of participants with codes used to identify the country and informant. In the quotes below, the country is identified first (G – Germany, H – Hungary, P – Poland, S – Serbia, UK – Ukraine), followed by the informant grouping (A – Athlete, C – Coach, CR – Commu- nity Representative, P – Partner, Par – Parent, T – Team) and then the allocated number within that grouping.

Data analysis

The approach used to analyse the data was informed by interpretative phenomenological analysis (Smith et al. 2009). Initially, the data were analysed for each of the five countries. Interview transcripts for all informants were read and reread to enable a deep familiarity with the text. It was then coded according to the main themes and sub- themes which were evident in the data. A second round of coding was then undertaken to compare the themes across the five countries and to check for variations by sport and informants. The identi- fied common themes were then revised and grouped. It was evident then that data saturation had been reached in that no new themes emerged from the later stages of data gathering. Selected transcripts were read and coded by more than one member of the core team to facilitate checking of themes. A similar process was used to identify

themes across the countries. Also as a further vali- dation check, a summary of the main findings was sent to our University partners as well as to an invited group of National Co-ordinators for Unified Sports® from countries who did and did not take part in the project.

Findings

All the informants confirmed that Unified Sports had resulted in greater social inclusion of the ath- letes, foremost through their regular engagement with the coaches and partners for training and com- petitions but also in terms of shared activities away from the sports field. However, our main emphasis was on their perceptions as to how this had come about.

Figure 1 summarises the four main themes and subthemes to emerge from the data relating to the perceived success of Unified Sports in promoting the social inclusion of the athletes. Although there were some variations across different groups of informants and across countries, the similarities in responses were much more striking. These four themes are described separately in the interests of clarity but each are related to the others.

Personal development of the athletes and partners

The personal development of both sets of partici- pants was seen in terms of sporting skills, interper- sonal skills and opportunities offered to them

Personal Development of Athletes and Partners

•Sports skills •Personal skills

•Access to places

Inclusive and Equal Bonds

•Focus on teamwork •Role of coach •Friendships

Social Inclusion through

Unified Sports

Positive Perceptions of Athletes

•Attitude change •Special Olympics events

•Media publicity

•Families •Schools

•Community and sports Organisations

Building Alliances

Figure 1 The main themes and subthemes perceived to promote social inclusion with Unified Sports.

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through Unified Sports, all of which contributed to participating fully in the teams. Both the athletes and the partners variously report improvements in their skills on the sports field, in relation to improved stamina and technical skills which were endorsed by coaches and parents.

We used to have to take it easy in training with the athletes as they got tired very quickly, now they want to go on and on, even after we partners have had enough. (UK-P02)

I think I play football much better than before, my technique is much better, like ball control – passing and shooting and being in contact with other players on the field. (S-A05)

Having improved abilities in sport led to an increase in their status among peers at school and in their communities.

. . . the athletes who are involved become more popular after taking part in Unified Sports, they are like celebrities in school when they come back with medals from a competition, and that they hang around with kids from the mainstream school gives them higher status here in the special school. (S-CR01)

All informants commented on the improved interpersonal skills of the players. These include a growth in self-belief and self-esteem and the devel- opment of confidence as well as improved commu- nication skills.

I am a more confident person now. I am not shy to talk to people. I will hold my head up and speak out loud. I got more used to people in playing on my team and I am not afraid of people that I don’t know. (H-A01)

One house-parent from an institution where some of the athletes lived also remarked on how their self-esteem has grown:

The boys I know, I can see the difference when they are at home, they are calmer, they do not have to prove themselves in arguing or something like that, they are able to be more sure of them- selves. (H-CR02)

Developments in communication skills were not restricted to athletes; partners also described new learning:

At first (when he first joined the team) it was a bit difficult because I didn’t know all these people and I couldn’t communicate with them in the same way that I did with my friends, but in just a few days this problem disappeared and it was very easy to communicate with these people. (UK-P01)

A third subtheme with respect to personal devel- opment was the broadening of opportunities that Unified Sports athletes had of experiencing com- munity life through their involvement in activities which took them out of special facilities and into typical meeting places in their communities and beyond. Through these opportunities there is also an increased visibility of people with disabilities in the community.

My son went to Romania and to Portugal, we had to look Portugal up on the map! He learnt a lot of things and he told us about what he had seen there, this experience changed him, he saw something of the world, he came back with his head high, his mother and I were proud of him too. (S-P01)

We have a good relationship with the head teacher here in this school (mainstream) and we are able to train here and hold some competitions here too. The kids at this school see our athletes here and they get used to seeing them. (P-C01)

Some participants also talked about the places they go socially with one another after training and matches. Although this was not the experience of all athletes, some did experience hanging out in places typically frequented by teenagers.

We go to the town square and talk, or to the games arcade, or we go for a drink in a café, the guys from the team know places to go and we go after training if we all have time. (S-A02)

In sum, Unified Sports provided opportunities for the young people to develop the skills needed to become more socially included first within the teams but then within other social contexts. As one mother commented:

Through Unified Sports my son has learnt that he is a worthwhile person and that he can meet with the kids without disabilities and have fun with them. He listens to what they say, that he is

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equal and important on the team and he comes home very happy. Unified Sports has taught my son that he can be included and he doesn’t have to hide anymore. (S-Par02)

Inclusive and equal bonds

A second domain related to the bonds developed between athletes and partners in the teams that were rooted in respect and equality. The focus on teamwork was central to this with coaches having a particularly crucial role. The growth of friendships among the players was also noteworthy.

We are all needed on the team, there are no star players, we are a great team and the team is the star. (H-A02)

There are no differences here between athletes and partners, we are all the same, the coach treats us the same and we treat each other the same. (G-P01)

I treat everybody equally right from the start, it is important for players and athletes to see that they are the same in the team. I am also careful to talk to them in a pleasant way, and to joke with them, I do not give athletes special treatment and I do not give partners special treatment and they all see this and it affects how they treat each other, they too are willing to behave as an group of equals. In a Unified team we are all the same. (UK-C03)

Young people reported how the approach that coaches take to training impacted on their experi- ence of Unified Sports. Some compared this to past experiences they had had in mainstream sports clubs:

The training we have here is much better and much nicer than I had before in my table tennis (mainstream) club. I enjoy it much more here. If you cannot do something then you are advised by the coaches calmly of it, how you can do work to make – for instance if you are a goalkeeper you are advised of how you can guard your goal better. (S-P01)

Parents also report in the inclusive culture of Unified Sports and often attribute this to leaders and coaches; one parent stated:

I want to talk about the healthy attitude of part- ners, because their attitude is very good, there is no negative attitude to children with disabilities, they do not go ahead with the ball, they give ath- letes every opportunity to show their skills so that everyone is involved in the game. This is how the coaches teach them and this is really working well. (UK-Par01)

Coaches mentioned the selection of partners and the need to work with partners as much as athletes to create a Unified Team.

I do not select kids just for their sporting ability, I want to know what they are like on the inside, that they are open and kind. (S-C03)

Now they (the partners) are calm, helpful and patient, at the beginning they didn’t co-operate much with athletes, now it has changed. (P-C01)

The growth of friendships among the players was commonly reported and some coaches deliberately encouraged this.

Friendship is the most important thing about being a member of a unified team. We are all friends both on and off the field. We also have a good connection with our coaches who I think I can say are our friends. (S-P02)

We all like sport and we ask each other have you seen the game last night, and do you know the latest results and things like that. Sometimes there is a girl that one of us likes and we talk to each other about the best way that one of us can ask her out, we share some of that type of infor- mation, personal information with each other. It wasn’t like that from the beginning, but it is now because we have been playing together for more than a year and we have become good friends. (S-A01)

We in the club push people together to do differ- ent activities, not just sports activities, we want them to hang around together after school, go to dances, go to discos, go to towns, and we also organise for nature walks, and we invite everyone to participate in this. So we have lots of different non-sports activities that connect people and this helps them to spend more time together. (S-C05)

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For some teams, the relationships between the players were less equal as evident in the language used by partners to describe the athletes and how they viewed their role as one of assisting people who were less able. In these teams, the extent of mutual engagement off the playing field was also not so apparent. This might derive from the atti- tudes of certain coaches.

I have always felt sorry for these people, and I always thought it was a good …

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International Journal of Inclusive Education

ISSN: 1360-3116 (Print) 1464-5173 (Online) Journal homepage: https://www.tandfonline.com/loi/tied20

Implications of social capital for the inclusion of people with disabilities and families in community life

LESLEY CHENOWETH & DANIELA STEHLIK

To cite this article: LESLEY CHENOWETH & DANIELA STEHLIK (2004) Implications of social capital for the inclusion of people with disabilities and families in community life, International Journal of Inclusive Education, 8:1, 59-72, DOI: 10.1080/1360311032000139467

To link to this article: https://doi.org/10.1080/1360311032000139467

Published online: 02 Aug 2012.

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